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1 GRADE 7 MATH LEARNING GUIDE Lesson I: SETS: AN INTRODUCTION Time: 1.5 hours Pre-requisite Concepts: Whole numbers About the Lesson: This is an introductory lesson on sets. A clear understanding of the concepts in this lesson will help you easily grasp number properties and enable you to quickly identify multiple solutions involving sets of numbers. Objectives: In this lesson, you are expected to: 1. Describe and illustrate a. well-defined sets; b. subsets; c. universal set, and; d. the null set. 2. Use Venn Diagrams to represent sets and subsets. Lesson Proper: A. I. Activity Below are some objects. Group them as you see fit and label each group. Answer the following questions: a. How many groups are there? b. Does each object belong to a group? c. Is there an object that belongs to more than one group? Which one?

2 The groups are called sets for as long as the objects in the group share a characteristic and are thus, well defined. Problem: Consider the set consisting of whole numbers from 1 to 200. Let this be set U. Form smaller sets consisting of elements of U that share a different characteristic. For example, let E be the set of all even numbers from 1 to 200. Can you form three more such sets? How many elements are there in each of these sets? Do any of these sets have any elements in common? Did you think of a set with no element? Important Terms to Remember The following are terms that you must remember from this point on. 1. A set is a well-definedgroup of objects, called elements that share a common characteristic. For example, 3 of the objects above belong to the set of head covering or simply hats (ladies hat, baseball cap, hard hat). 2. The set F is a subset of set A if all elements of F are also elements of A. For example, the even numbers 2, 4 and 12 all belong to the set of whole numbers. Therefore, the even numbers 2, 4, and 12 form a subset of the set of whole numbers. F is a proper subset of A if F does not contain all elements of A. 3. The universal setU is the set that contains all objects under consideration. 4. The null set is an empty set. The null set is a subset of any set. 5. The cardinality of a set A is the number of elements contained in A. Notations and Symbols In this section, you will learn some of the notations and symbols pertaining to sets. 1. Uppercase letters will be used to name sets and lowercase letters will be used to refer to any element of a set. For example, let H be the set of all objects on page 1 that cover or protect the head. We write H = {ladies hat, baseball cap, hard hat} This is the listing or roster method of naming the elements of a set. Another way of writing the elements of a set is with the use of a descriptor. This is the rule method. For example,H = {x| x covers and protects the head}. This is read as “the set H contains the element x such that x covers and protects the head.” 2. The symbol or { } will be used to refer to an empty set. 3. If F is a subset of A, then we write . We also say that A contains the set F and write it as . If F is a proper subset of A, then we write . 4. The cardinality of a set A is written as n(A). II. Questions to Ponder (Post-Activity Discussion) Let us answer the questions posed in the opening activity. F A A F F A

3 1. How many sets are there? There is the set of head covers (hats), the set of trees, the set of even numbers, and the set of polyhedra. But, there is also a set of round objects and a set of pointy objects. There are 6 well-defined sets. 2. Does each object belong to a set?Yes. 3. Is there an object that belongs to more than one set? Which ones? All the hats belong to the set of round objects. The pine trees and two of the polyhedra belong to the set of pointy objects. III. Exercises Do the following exercises. 1. Give 3 examples of well-defined sets. 2. Name two subsets of the set of whole numbers using both the listing method and the rule method. 3. Let B = [1, 3, 5, 7, 9}. List all the possible subsets of B. 4. Answer this question: How many subsets does a set of n elements have? B. Venn Diagrams Sets and subsets may be represented using Venn Diagrams. These are diagrams that make use of geometric shapes to show relationships between sets. Consider the Venn diagram below. Let the universal set U be all the elements in sets A, B, C and D. Each shape represents a set. Note that although there are no elements shown inside each shape, we can surmise how the sets are related to each other.Notice that set B is inside set A. This indicates that all elements in B are contained in A. The same with set C. Set D, however, is separate from A, B, C. What does it mean? Exercises Draw a Venn diagram to show the relationships between the following pairs or groups of sets: 1. E = {2, 4, 8, 16, 32} D A C

4 F = {2, 32} 2. V is the set of all odd numbers W = {5, 15, 25, 35, 45, 55,….} 3. R = {x| x is a factor of 24} S = { } T = {7, 9, 11} Summary In this lesson, you learned about sets, subsets, the universal set, the null set and the cardinality of the set. You also learned to use the Venn diagram to show relationships between sets.

5 Lesson 2.1: Union and Intersection of Sets Time: 1.5 hours Pre-requisite Concepts: Whole Numbers, definition of sets, Venn diagrams About the Lesson: After learning some introductory concepts about sets, a lesson on set operations follows. The student will learn how to combine sets (union) and how to determine the elements common to 2 or 3 sets (intersection). Objectives: In this lesson, you are expected to: 1. Describe and define a. union of sets; b. intersection of sets. 2. Perform the set operations a. union of sets; b. intersection of sets. ` 3. Use Venn diagrams to represent the union and intersection of sets. Lesson Proper: I. Activities A B Answer the following questions: 1. Which of the following shows the union of set A and set B? How many elements are in the union of A and B? 1 2 3

6 2. Which of the following shows the intersection of set A and set B? How many elements are there in the intersection of A and B? 1 2 3 Here’s another activity: Let V = {2x | x , 1 x 4} W = {x2 | x , -2 x 2} What elements may be found in the intersection of V and W? How many are there? What elements may be found in the union of V and W? How many are there? Do you remember how to use Venn Diagrams? Based on the diagram below, (1) determine the elements that belong to both A and B; (2) determine the elements that belong to A or B or both. How many are there in each set? Important Terms/Symbols to Remember The following are terms that you must remember from this point on. 1. Let A and B be sets. The union of the sets A and B, denoted by A B, is the set that contains those elements that belong to A, B, or to both. An element x belongs to the union of the sets A and B if and only if x belongs to A or x belongs to B or to both. This tells us that A B = { x l x A or x B } A B 10 2 0 1 21 25 3 6

7 Using the Venn diagram, all of the set of A and of B are shaded to show A B. 2. Let A and B be sets. The intersection of the sets A and B, denoted by A B, is the set containing those elements that belong to both A and B. An element x belongs to the intersection of the sets A and B if and only if x belongs to A and x belongs to B. This tells us that A B = {x l x A and B} Using the Venn diagram, the set A B consists of the shared regions of A and B. Sets whose intersection is an empty set are called disjoint sets. 3. The cardinality of the union of two sets is given by the following equation: n (A B) = n (A) + n (B) – n (A B ). II. Questions to Ponder (Post-Activity Discussion) Let us answer the questions posed in the opening activity. 1. Which of the following shows the union of set A and set B? Set 2. This is because it contains all the elements that belong to A or B or both. There are 8 elements. 2. Which of the following shows the intersection of set A and set B? Set 3. This is because it contains all elements that are in both A and B. There are 3 elements. In the second activity: V = { 2, 4, 6, 8 } W = { 0, 1, 4} Therefore, V W = { 4 } has 1 element and V W = { 0, 1, 2, 4, 6, 8 } has 6 elements. Note that the element { 4 } is counted only once. U A B U A B A B

Grade 7 Math LESSON 2.2: COMPLEMENT OF A SET LEARNING GUIDE 9 Lesson 2.2: Complement of a Set Time: 1.5 hours Prerequisite Concepts: sets, universal set, empty set, union and intersection of sets, cardinality of sets, Venn diagrams About the Lesson: The complement of a set is an important concept. There will be times when one needs to consider the elements not found in a particular set A. You must know that this is when you need the complement of a set. Objectives: In this lesson, you are expected to: 1. Describe and define the complement of a set; 2. Find the complement of a given set; 3. Use Venn diagrams to represent the complement of a set. Lesson Proper: I. Problem In a population of 8000 students, 2100 are Freshmen, 2000 are Sophomores, 2050 are Juniors and the remaining 1850 are either in their fourth or fifth year in university. A student is selected from the 8000 students and it is not a Sophomore, how many possible choices are there? Discussion Definition: The complement of a set A, written as A’, is the set of all elements found in the universal set, U, that are not found in set A. The cardinality n (A’) is given by n (A’) = n (U) – n (A) . Venn diagram: Examples: 1. Let U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}, and A = {0, 2, 4, 6, 8}. Then the elements of A’ are the elements from U that are not found in A. Therefore, A’ = {1, 3, 5, 7, 9} and n (A’ ) = 5 2. Let U = {1, 2, 3, 4, 5}, A = {2, 4} and B = {1, 5}. Then A’ = {1, 3, 5} B’ = {2, 3, 4} A’ B’ = {1, 2, 3, 4, 5} = U 3. Let U = {1, 2, 3, 4, 5, 6, 7, 8}, A = {1, 2, 3, 4} and B = {3, 4, 7, 8}. Then U A’ A

Grade 7 Math LESSON 2.2: COMPLEMENT OF A SET LEARNING GUIDE 10 A’ = {5, 6, 7, 8} B’ = {1, 2, 5, 6} A’ B’ = {5, 6} 4. Let U = {1, 3, 5, 7, 9}, A = {5, 7, 9} and B = {1, 5, 7, 9}. Then A B = {5, 7, 9} (A B)’ = {1, 3} 5. Let U be the set of whole numbers. If A = {x | x is a whole number and x > 10}, then A’ = {x | x is a whole number and 0 x 10}. The opening problem asks for how many possible choices there are for a student that was selected and known to be a non-Sophomore. Let U be the set of all students and n (U) = 8000. Let A be the set of all Sophomores then n (A) = 2000. The set A’ consists of all students in U that are not Sophomores and n (A’) = n (U) – n (A) = 6000. Therefore, there are 6000 possible choices for that selected student. II. Activity Shown in the table are names of students of a high school class by sets according to the definition of each set. A Likes Singing B Likes Dancing C Likes Acting D Don’t Like Any Jasper Faith Jacky Miguel Joel Charmaine Leby Joel Jezryl Jacky Jasper Ben Joel Billy Ethan Camille Tina After the survey has been completed, find the following sets. a. U = ___________________________________________ b. A B’ = ________________________________________ c. A’ C = ________________________________________ d. (B D)’ = ______________________________________ e. A’ B = ________________________________________ f. A’ D’ = _______________________________________ g. (B C)’ = ______________________________________ The easier way to find the elements of the indicated sets is to use a Venn diagram showing the relationships of U, sets A, B, C, and D. Set D does not share any members with A, B, and C. However, these three sets share some members. The Venn diagram below is the correct picture:

Grade 7 Math LESSON 2.2: COMPLEMENT OF A SET LEARNING GUIDE 12 c. X’ Z’ = {January, February, March, April, May, June, July, August, September, November, December} ____________________________________________ d. (Y Z)’ = {February, March, April, May} ______________________________________ 2. Place the elements in their respective sets in the diagram below based on the following elements assigned to each set: U = {a, b, c, d, e, f, g, h, i, j} A’ = {a, c, d, e, g, j} B’ = {a, b, d, e, h, i} C’ = {a, b, c, f, h, i, j} 3. Draw a Venn diagram to show the relationships between sets U, X, Y, and Z, given the following information.  U, the universal set contains set X, set Y, and set Z.  X Y Z = U  Z is the complement of X.  Y’ includes some elements of X and the set Z Summary In this lesson, you learned about the complement of a given set. You learned how to describe and define the complement of a set, and how it relates to the universal set, U and the given set. A B C U

13 Lesson 3: Problems Involving Sets Time: 1 hour Prerequisite Concepts: Operations on Sets and Venn Diagrams About the Lesson: This is an application of your past lessons about sets. You will appreciate more the concepts and the use of Venn diagrams as you work through the different word problems. Objectives: In this lesson, you are expected to: 1. Solve word problems involving sets with the use of Venn diagrams 2. Apply set operations to solve a variety of word problems. Lesson Proper: I. Activity Try solving the following problem: In a class of 40 students, 17 have ridden an airplane, 28 have ridden a boat. 10 have ridden a train, 12 have ridden both an airplane and a boat. 3 have ridden a train only and 4 have ridden an airplane only. Some students in the class have not ridden any of the three modes of transportation and an equal number have taken all three. a. How many students have used all three modes of transportation? b. How many students have taken only the boat? II. Questions/Points to Ponder (Post-Activity Discussion) Venn diagrams can be used to solve word problems involving union and intersection of sets. Here are some worked out examples: 1. A group of 25 high school students were asked whether they use either Facebook or Twitter or both. Fifteen of these students use Facebook and twelve use Twitter. a. How many use Facebook only? b. How many use Twitter only? c. How many use both social networking sites? Solution: Let S1 = set of students who use Facebook only S2 = set of students who use both social networking sites S3 = set of students who use Twitter only The Venn diagram is shown below Facebook Twitter S1 S3 S2

14 Finding the elements in each region: The number of elements in each region is shown below 2. A group of 50 students went in a tour in Palawan province. Out of the 50 students, 24 joined the trip to Coron; 18 went to Tubbataha Reef; 20 visited El Nido; 12 made a trip to Coron and Tubbataha Reef; 15 saw Tubbataha Reef and El Nido; 11 made a trip to Coron and El Nido and 10 saw the three tourist spots. a. How many of the students went to Coron only? b. How many of the students went to Tubbataha Reef only? c. How many joined the El Nido trip only? d. How many did not go to any of the tourist spots? Solution: To solve this problem, let P1 = students who saw the three tourist spots P2 = those who visited Coron only P3 = those who saw Tubbataha Reef only P4 = those who joined the El Nido trip only P5 = those who visited Coron and Tubbataha Reef only P6 = those who joined the Tubbataha Reef and El Nido trip only P7 = those who saw Coron and El Nido only P8 = those who did not see any of the three tourist spots Draw the Venn diagram as shown below and identify the region where the students went. n(S1) + n( S2) + n(S3) = 25 n(S1) + n( S2) = 15 ______________________ n(S3) = 10 But n( S2) + n(S3) = 12 ________________ n( S2) = 2 n(S1) + n( S2) + n(S3) = 25 n( S2) + n(S3) = 12 _______________________ n(S1) = 13 U Facebook Twitter 13 2 10

16 Solution to the Opening Problem (Activity): Can you explain the numbers? III. Exercises Do the following exercises. Represent the sets and draw a Venn diagram when needed. 1. If A is a set, give two subsets of A. 2. (a) If and are finite sets and , what can you say about the cardinalities of the two sets? (b) If the cardinality of is less than the cardinality of , does it follow that ? 3. If A and B have the same cardinality, does it follow that A = B? Explain. 4. If and . Does it follow that ? Illustrate your reasoning using a Venn diagram. 5. Among the 70 kids in Barangay Magana, 53 like eating in Jollibee while 42 like eating in McDonalds. How many like eating both in Jollibee and in McDonalds? in Jollibee only? in McDonalds only? 6. The following diagram shows how all the First Year students of Maningning High School go to school. a. How many students ride in a car, jeep and the MRT going to their school? _______ b. How many students ride in both a car and a jeep? _______ c. How many students ride in both a car and the MRT? _______ Walking 100 Jeep Car MRT 148 A B 3 4 21 4 4 T 19 55 15 76 17 20 67

17 d. How many students ride in both a jeep and the MRT? _______ e. How many students go to school in a car only ______ a jeep only _______ in the MRT only ______ walking _______ f. How many students First Year students of Maningning High School are there? ________ 7. The blood-typing system is based on the presence of proteins called antigens in the blood. A person with antigen A has blood type A. A person with antigen B has blood type B, and a person with both antigens A and B has blood type AB. If no antigen is present, the blood type is O. Draw a Venn diagram representing the ABO System of blood typing. A protein that coats the red blood cells of some persons was discovered in 1940. A person with the protein is classified as Rh positive (Rh+), and a person whose blood cells lack the protein is Rh negative (Rh–). Draw a Venn diagram illustrating all the blood types in the ABO System with the corresponding Rh classifications. Summary In this lesson, you were able to apply what you have learned about sets, the use of a Venn diagram and set operations in solving word problems.

18 1 2 3 4 5 123 Lesson 4.1: Fundamental Operations on Integers: Addition of Integers Time: 1 hour Pre-requisite Concepts: Whole numbers, Exponents, Concept of Integers About the Lesson: This lesson focuses on addition of integers using different approaches. It is a review of what the students learned in Grade 6. Objectives: In this lesson, you are expected to: 1. Add integers using different approaches; 2. Solve word problems involving addition of integers. Lesson Proper: I. Activity Study the following examples: A. Addition Using Number Line 1. Use the number line to find the sum of 6 & 5. On the number line, start with point 6 and count 5 units to the right. At what point on the number line does it stop ? It stops at point 11; hence, 6 + 5 = 11. 2. Find the sum of 7 and (-3) . On the number line, start from 7 and count 3 units going to the left since the sign of 3 is negative. At which point does it stop? It stops at point 4; hence, (-3) + (7) = 4. After the 2 examples, can you now try the next two problems? a. (-5) + (-4) b. (-8) + (5) We now have the following generalization: Adding a positive integer to means moving along the real line a distance of units to the right from . Adding a negative integer – to means moving along the real line a distance of units to the left from . 6 7 8 9 10 11 12 135 1 2 3 4 5 6 7 80

20 1. If the integers have the same sign, just add the positive equivalents of the integers and attach the common sign to the result. a. 27 + 30 = + (/27/ + /30/) = + ( /57/ ) = + 57 b. (-20) + (-15) = - (/20/ + /15/) = - ( 20 + 15 ) = - ( 35 ) = - 35 2. If the integers have different signs, get the difference of the positive equivalents of the integers and attach the sign of the larger number to the result. a. (38) + (-20) Get the difference between 38 and 20: 18 Since 38 is greater than 20, the sign of the sum is positive. Hence b. Get the difference between 42 and 16: 26 Since 42 is greater than 16, the sum will have a negative sign. Hence If there are more than two addends in the problem the first step to do is to combine addends with same signs and then get the difference of their sums. Examples: 1. 2. III. Exercises A. Who was the first English mathematician who first used the modern symbol of equality in 1557? (To get the answer, compute the sums of the given exercises below. Write the letter of the problem corresponding to the answer found in each box at the bottom). A 25 + 95 C. (30) + (-20) R 65 + 75 B 38 + (-15) D. (110) + (-75) O (-120) + (-35)

21 O 45 + (-20) T. (16) + (-38) R (165) + (-85) R (-65) + (-20) R (-65) + (-40) E 47 + 98 E (78) + (-15) E (-75) + (20) B. Addthe following: 1. (18) + (-11) + (3) 2. (-9) + (-19) + (-6) 3. (-4) + (25) + (-15) 4. (50) + (-13) + (-12) 5. (-100) + (48) + (49) C. Solve the following problems: 1. Mrs. Reyes charged P3,752.00 worth of groceries on her credit card. Find her balance after she made a payment of P2,530.00. 2. In a game, Team Azcals lost 5 yards in one play but gained 7 yards in the next play. What was the actual yardage gain of the team? 3. A vendor gained P50.00 on the first day; lost P28.00 on the second day, and gained P49.00 on the third day. How much profit did the vendor gain in 3 days? 4. Ronnie had PhP2280 in his checking account at the beginning of the month. He wrote checks for PhP450, P1200, and PhP900. He then made a deposit of PhP1000. If at any time during the month the account is overdrawn, a PhP300 service charge is deducted. What was Ronnie’s balance at the end of the month? Summary In this lesson, you learned how to add integers using two different methods. The number line model is practical for small integers. For larger integers, the signed tiles model provides a more useful tool. -105 25 63 23 -85 -22 140 -55 10 -155 80 35 145

22 Lesson 4.2: Fundamental Operation on Integers:Subtraction of Integers Time: 1 hour Prerequisite Concepts: Whole numbers, Exponents, Concept of Integers, Addition of Integers About the Lesson: This lesson focuses on the subtraction of integers using different approaches. It is a review of what the students learned in Grade 6. Objectives: In this lesson, you are expected to: 1. Subtract integers using a. Number line b. Signed tiles 2. Solve problems involving subtraction of integers. Lesson Proper: I. Activity Study the material below. 1. Subtraction as the reverse operation of addition. Recall how subtraction is defined. We have previously defined subtraction as the reverse operation of addition. This means that when we ask “what is 5 minus 2?”, we are also asking “what number do we add to 2 in order to get 5?” Using this definition of subtraction, we can deduce how subtraction is done using the number line. a. Suppose you want to compute . You ask “What number must be added to 3 to get ? To get from 3 to , you need to move 7 units to the left. This is equivalent to adding to 3. Hence in order to get , must be added to 3. Therefore, b. Compute What number must be added to to get ?

23 To go from to , move 4 units to the right, or equivalently, add 4. Therefore, 2. Subtraction as the addition of the negative Subtraction is also defined as the addition of the negative of the number. For example, . Keeping in mind that and are negatives of each other, we can also have . Hence the examples above can be solved as follows: This definition of subtraction allows the conversion of a subtraction problem to an addition problem. Problem: Subtract (-45) from 39 using the two definitions of subtraction. Can you draw your number line?Where do you start numbering it to make the line shorter? Solution: 1. What number must be added to in order to obtain 39? 2. II. Questions/Points to Ponder Rule in Subtracting Integers In subtracting integers, add the negative of the subtrahend to the minuend, Using signed tiles or colored counters Signed tiles or colored counters can also be used to model subtraction of integers. In this model, the concept of subtraction as “taking away” is utilized.

24 Examples: 1. means take away 6 from 10. Hence 2. 3. Since there are not enough counters from which to take away 9, we add 9 black counters and 9 white counters. Remember that these added counters are equivalent to zero. We now take away 9 black counters.

25 4. Hence The last two examples above illustrate the definition of subtraction as the addition of the negative. III. Exercices A. What is the name of the 4th highest mountain in the world? (Decode the answer by finding the difference of the following subtraction problems. Write the letter to the answer corresponding to the item in the box provided below: O Subtract (-33) from 99 L Subtract (-30) from 49 H 18 less than (-77) E Subtract (-99) from 0 T How much is 0 decreased by (-11)? S (-42) – (-34) – (-9) - 18 79 -95 132 11 -17 99 Notice that this configuration is the same configuration for . We proceed with the addition and obtain the answer

26 B. Mental Math Give the difference: 1. 53 -25 6. 25 - 43 2. (-6) - 123 7. (-30) - (-20) 3. (-4) - (-9) 8. (-19) - 2 4. 6 - 15 9. 30 –(-9) 5. 16 - (-20) 10. (-19) - (-15) C. Solve the ff. Problems: 1. Maan deposited P53,400.00 in her account and withdrew P19,650.00 after a week. How much of her money was left in the bank? 2. Two trains start at the same station at the same time. Train A travels 92km/h, while train B travels 82km/h. If the two trains travel in opposite directions, how far apart will they be after an hour? If the two trains travel in the same direction, how far apart will they be in two hours? 3. During the Christmas season. The student gov’t association was able to solicit 2,356 grocery items and was able to distribute 2,198 to one barangay. If this group decided to distribute 1,201 grocery items to the next barangay, how many more grocery items did they need to solicit? Summary In this lesson, you learned how to subtract integers by reversing the process of addition, and by converting subtraction to addition using the negative of the subtrahend.

27 Lesson 4.3: Fundamental Operations on Integers: Multiplication of Integers Time: 1 hour Prerequisite Concepts: Operations on whole numbers, addition and subtraction of integers About the Lesson: This is the third lesson on operations on integers. The intent of the lesson is to deepen what students have learned in Grade 6, by expounding on the meaning of multiplication of integers. Objective: In this lesson; you are expected to: 1. Multiply integers. 2. Apply multiplication of integers in solving problems Lesson Proper: I. Activity Answer the following question. How do we define multiplication? We learned that with whole numbers, multiplication is repeated addition. For example, means three groups of 4. Or, putting it into a real context, 3 cars with 4 passengers each, how many passenger in all? Thus But, if there are 4 cars with 3 passengers each, in counting the total number of passengers, the equation is . We can say then that and We extend this definition to multiplication of a negative integer by a positive integer. Consider the situation when a boy loses P6 for 3 consecutive days.His total loss for three days is . Hence, we could have II. Questions/Points to Ponder The following examples illustrate further how integers are multiplied. Example 1. Multiply : 5 ×(-2) However, 5 × (-2) = (-2) × (5) Therefore: (-2) × (5)= (-2) + (-2) + (-2) + (-2) + (-2) = -10 The result shows that the product of a negative multiplier and a positive multiplicand is a negative integer.

28 Generalization:Multiplying unlike signs We know that adding negative numbers means adding their positive equivalents and attaching the negative sign to the result, then for any positive integers and . We know that any whole number multiplied by 0 gives 0. Is this true for any integer as well? The answer is YES. In fact, any number multiplied by 0 gives 0. This is known as the Zero Property. What do we get when we multiply two negative integers? Example 2. Multiply: (-8) × (-3) We know that . Therefore, (Distributive Law) ( and are additive inverses) (Zero Property) The only number which when added to gives 0 is the additive inverse of . Therefore, is the additive inverse of 24, or The result shows that the product of two negative integers is a positive integer. Generalization:Multiplying Two Negative Integers If and are positive integers, then . Rules in Multiplying Integers: In multiplying integers, find the product of their positive equivalents. 1. If the integers have the same signs, their product is positive. 2. If the integers have different signs their product is negative. III. Exercises A. Find the product of the following: 1. (5)(12) 2. (-8)(4) 3. (-5)(3)(2) 4. (-7)(4)(-2) 5. (3)(8)(-2) 6. (9)(-8)(-9) 7. (-9)(-4)(-6)

29 MATH DILEMMA B. How can a person fairly divide 10 apples among 8 children so that each child has the same share. To solve the dilemma, match the letter in column II with the number that corresponds to the numbers in column I. Column I Column II 1. (6)(-12) C 270 2. (-13)(-13) P -72 3. (19)(-17) E 300 4. (-15)(29) K -323 5. (165)(0) A -435 6. (-18)(-15) M 0 7. (-15)(-20) L 16 8. (-5)(-5)(-5) J -125 9. (-2)(-2)(-2)(-2) U 169 10. (4)(6)(8) I 192 C. Problem Solving 1. Jof has twenty P5 coins in her coin purse. If her niece took 5 of the coins, how much has been taken away? 2. Mark can type 45 words per minute, how many words can Mark type in 30 minutes? 3. Give an arithmetic equation which will solve the following a. The messenger came and delivered 6 checks worth PhP50 each. Are you richer or poorer? By how much? b. The messenger came and took away 3 checks worth PhP120 each. Are you richer or poorer? By how much? c. The messenger came and delivered 12 bills for PhP86 each. Are you richer or poorer? By how much? d. The messenger came and took away 15 bills for PhP72 each. Are you richer or poorer? By how much? Summary This lesson emphasized the meaning of multiplication to set the rules for multiplying integers. To multiply integers, first find the product of their positive equivalents. If the integers have the same signs, their product is positive. If the integers have different signs their product is negative. _____ 5 _____ 4 _____ 3 _____ 7 _____ 4 _____ 1 _____ 1 _____ 9 _____ 7 _____ 8 _____ 2 _____ 10 _____ 6 _____ 7

30 Lesson 4.4: Fundamental Operations on Integers: Division of Integers Time: 1 hour Prerequisite Concepts: Addition and subtraction of Integers, Multiplication of Integers About the Lesson: Like in the previous lessons, this lesson is meant to deepen students’ understanding of the division operation on integers. The concept of division used here relies on its relationship to multiplication. Objective: In this lesson you are expected to: 1. Find the quotient of two integers. 2. Solve problems involving division of integers. Lesson Proper: I. Activity Answer the following questions: What is (-51) ÷ (-3)? What is (-51) ÷ 3? What is 51 ÷ (-3)? What are the rules in dividing integers? II. Questions/Points to Ponder We have learned that Subtraction is the inverse operation of Addition, In the same manner, Division is the inverse operation of Multiplication. Example 1.Find the quotient of (-51) and (-3) Solution: Since division is the inverse of multiplication, determine whatnumber multiplied by (-3) produces (-51). If we ignore the signs for the meantime, we know that We also know that in order to get a negative product, the factors must have different signs. Hence Therefore (-51) ÷ (-3) = 17 Example 2. What is Solution: Hence Therefore Example 3.Show why 273 ÷ (–21) = –13. Solution: (-13) × (-21) = 57 Therefore, 273 ÷ (–21) = –13

31 (-352) ÷ 22 (128) ÷ - 16 (168) ÷ 6(144) ÷ -3 (108) ÷ 9 (-315) ÷ (- 35) (-147) ÷ 7 (-120) ÷ 8 (-444) ÷ (-12) Generalization The quotient of two integers with the same signs is a positive integer and the quotient of two integers having unlike signs is a negative integer.However, division by zero is not possible. When several operations have to be performed, the GEMDAS rule applies. Example 4. Perform the indicated operations 1. 2. 3. Solution: 1. 2. 3. III. Exercises: A. Compute the following 1. 2. 3. 4. 5. B. What was the original name for the butterfly? To find the answer find the quotient of each of the following and write the letter of the problems in the box corresponding to the quotient. 9 37 -15 -8 -8 28 -16 12 -48 R L EB T F U T Y

32 C. Solvethe following problems: 1. Vergara’s store earned P8750 a week, How much is her average earning in a day? 2. Russ worked in a factory and earned P7875.00 for 15 days. How much is his earning in a day? 3. There are 336 oranges in 12 baskets. How many oranges are there in 3 baskets? 4. A teacher has to divide 280 pieces of graphing paper equally among his 35 students. How many pieces of graphing paper will each student recieve? 5. A father has 976 sq. meters lot, he has to divide it among his 4 children. What is the share of each child? D. Complete the three-by-three magic square (that is, the sums of the numbers in each row, in each column and in each of the diagonals are the same) using the numbers -10, -7, -4, -3, 0, 3, 4, 7, 10. What is the sum for each row, column and diagonal? Summary Division is the reverse operation of multiplication. Using this definition, it is easy to see that the quotient of two integers with the same signs is a positive integer and the quotient of two integers having unlike signs is a negative integer.

33 Lesson 5: Properties of the Operations on Integers Time: 1.5 hours Prerequisite Concepts: Addition, Subtraction, Multiplication and Division of Integers About the Lesson: This lesson will strengthen the skills of students in performing the fundamental operations of integers. Knowledge of these will serve as an axiom/guide in performing said operations. In addition, this will help students solve problems including real life situations in algebra. This section also discusses how an application of the properties of real numbers in real life situations can be helpful in sustaining harmonious relationships among people. Objectives In this lesson, you are expected to: 1. State and illustrate the different properties of the operations on integers a. closure b. commutative c. associative d. distributive e. identity f. inverse 2. Rewrite given expressions according to the given property. Lesson Proper: I. A. Activity 1: Try to reflect on these . . . 1. Give at least 5 words synonymous to the word “property”. Activity 2: PICTIONARY GAME: DRAW AND TELL! Needed Materials: 5 strips of cartolina with adhesive tape where each of the following words will be written: Closure Commutative Associative Distributive Identity Inverse Printed Description: Stays the same Swapping /Interchange Bracket Together/Group Together Share Out /Spread Out /Disseminate One and the Same/Alike Opposite/Contrary Rules of the Game: The mission of each player holding a strip of cartolina is to let the classmates guess the hidden word by drawing symbols, figures or images on the board without any word. If the hidden property is discovered, a volunteer from the class will give his/her own meaning of the identified words. Then, from the printed descriptions, he/she can choose the appropriate definition of the disclosed word and verify if his/her initial description is correct. The game ends when all the words are revealed.

34 The following questions will be answered as you go along to the next activity. What properties of real numbers were shown in the Pictionary Game? Give one example and explain. How are said properties seen in real life? Activity 3: SHOW AND TELL! Determine what kind of property of real numbers is being illustrated in the following images: A. Fill in the blanks with the correct numerical values of the motorbike and bicycle riders. _______ _______ If a represents the number of motorbike riders and b represents the number of bicycle riders, show the mathematical statement for the diagram below. _______ + _______ = _______ + _______ Guide Questions: What operation is used in illustrating the diagram? What happened to the terms in both sides of the equation? Based on the previous activity, what property is being applied? What if the operation is replaced by multiplication, will the same property be applicable? Give an example to prove your answer. Define the property. Give a real life situation in which the commutative property can be applied. + equals +

35 Test the property on subtraction and division operations by using simple examples. What did you discover? B. Fill in the blanks with the correct numerical values of the set of cellphones, ipods and laptops. _______ _______ _______ _______ _______ _______ If a represents the number of cellphones, b represents the ipods and c represents the laptops, show the mathematical statement for the diagram below. (_______ + _______ ) +_______ = _______ + (_______ + _______ ) Guide Questions: What operation is used in illustrating the diagram? What happened to the groupings of the given sets that correspond to both sides of the equation? Based on the previous activity, what property is being applied? What if the operation is replaced by multiplication, will the same property be applicable? Give an example to prove your answer. Define the property. Give a real life situation wherein associative property can be applied. Test the property on subtraction and division operations by using simple examples. What did you discover? + + equals + +

36 C. Fill in the blanks with the correct numerical values of the set of oranges and set of strawberries. _______ _______ _______ _______ If a represents the multiplier in front, b represents the set of oranges and c represents the set of strawberries, show the mathematical statement for the diagram below. _______ (_______+_______) = ______ • _______ + _______• ______ Guide Questions: Based on the previous activity, what property is being applied in the images presented? Define the property. In the said property can we add/subtract the numbers inside the parentheses and then multiply or perform multiplication first and then addition/subtraction? Give an example to prove your answer. Give a real life situation wherein distributive property can be applied. +2 × 2 × equals +2 ×

37 D. Fill in the blanks with the correct numerical representation of the given illustration. _______ _______ _______ Guide Questions: Based on the previous activity, what property is being applied in the images presented? What will be the result if you add something represented by any number to nothing represented by zero? What do you call zero “0” in this case? Define the property. Is there a number multiplied to any number that will result to that same number? Give examples. What property is being illustrated? Define. What do you call one “1” in this case? E. Give the correct mathematical statement of the given illustrations. To do this, refer to the guide questions below. PUT IN PLUS REMOVE E ?

38 Guide Questions: How many cabbages are there in the crate? Using integers, represent “put in 14 cabbages” and “remove 14 cabbages”? What will be the result if you add these representations? Based on the previous activity, what property is being applied in the images presented? What will be the result if you add something to its negative? What do you call the opposite of a number in terms of sign? What is the opposite of a number represented by a? Define the property. What do you mean by reciprocal and what is the other term used for it? What if you multiply a number say 5 by its multiplicative inverse , what will be the result? What property is being illustrated? Define. Important Terms to Remember The following are terms that you must remember from this point on. 1. Closure Property Two integers that are added and multiplied remain as integers. The set of integers is closed under addition and multiplication. 2. Commutative Property Changing the order of two numbers that are either being added or multiplied does not change the value. 3. Associative Property Changing the grouping of numbers that are either being added or multiplied does not change its value. 4. Distributive Property When two numbers have been added / subtracted and then multiplied by a factor, the result will be the same when each number is multiplied by the factor and the products are then added / subtracted. 5. Identity Property Additive Identity - states that the sum of any number and 0 is the given number. Zero, “0” is the additive identity. Multiplicative Identity - states that the product of any number and 1 is the given number, a • 1 = a. One, “1” is the multiplicative identity. 6. Inverse Property In Addition - states that the sum of any number and its additive inverse, is zero. The additive inverse of the number a is –a. In Multiplication - states that the product of any number and its multiplicative inverse or reciprocal, is 1.The multiplicative inverse of the number a is a 1 .

40 B. Rewrite the following expressions using the given property. 1. 12a – 5a Distributive Property 2. (7a)b Associative Property 3. 8 + 5 Commutative Property 4. -4(1) Identity Property 5. 25 + (-25) Inverse Property C. Fill in the blanks and determine what properties were used to solve the equations. 1. 5 x ( ____ + 2) = 0 2. -4 + 4 = _____ 3. -6 + 0 = _____ 4. (-14 + 14) + 7 = _____ 5. 7 x (_____ + 7) = 49 Summary The lesson on the properties or real numbers explains how numbers or values are arranged or related in an equation. It further clarifies that no matter how these numbers are arranged and what processes are used, the composition of the equation and the final answer will still be the same. Our society is much like these equations - composed of different numbers and operations, different people with varied personalities, perspectives and experiences. We can choose to look at the differences and forever highlight one's advantage or superiority over the others. Or we can focus on the commonality among people and altogether, work for the common good. A peaceful society and harmonious relationship starts with recognizing, appreciating and fully maximizing the positive traits that we, as a people, have in common.

41 Lesson 6: Rational Numbers in the Number Line Time: 1 hour Prerequisite Concepts: Subsets of Real Numbers, Integers About the lesson: This lesson is a more in-depth discussion of the set of Rational Numbers and focuses on where they are found in the real number line. Objective: In this lesson, you, the students, are expected to 1. Define rational numbers; 2. Illustrate rational numbers on the number line; 3. Arrange rational numbers on the number line. Lesson Proper I. Activity Determine whether the following numbers are rational numbers or not. - 2, , 1 11 , 43 , 16 , -1.89, Now, try to locate them on the real number line below by plotting: II. Questions to Ponder Consider the following examples and answer the questions that follow: a. 7 ÷ 2 = 3 ½ , b. (-25) ÷ 4 = -6 ¼ c. (-6) ÷ (-12) = ½ 1. Are quotients integers? 2. What kind of numbers are they? 3. Can you represent them on a number line? Recall what rational numbers are... 3 ½, -6 ¼, ½, are rational numbers. The word rational is derived from the word “ratio” which means quotient. Rational numbers are numbers which can be written as a quotient of two integers, where b ≠ 0. The following are more examples of rational numbers: 5 = 5 1 0.06 = 6 100 1.3 = From the example, we can see that an integer is also a rational number and therefore, integers are a subset of rational numbers. Why is that? 0-1-2-3 1 2 3 4

42 0 1 0 1 ½ Let’s check on your work earlier. Among the numbers given, - 2, , 1 11 , 43 , 16 , - 1.89, the numbers and 43 are the only ones that are not rational numbers. Neither can be expressed as a quotient of two integers. However, we can express the remaining ones as a quotient of two intergers: 2 2 1 , 16 4 4 1 , 1.89 189 100 Of course, 1 11 is already a quotient by itself. We can locate rational numbers on the real number line. Example 1. Locate ½ on the number line. a. Since 0 < ½ < 1, plot 0 and 1 on the number line. b. Get the midpoint of the segment from 0 to 1. The midpoint now corresponds to ½ Example 2. Locate 1.75 on the number line. a. The number 1.75 can be written as 7 4 and, 1 < 7 4 < 2. Divide the segment from 0 to 2 into 8 equal parts. b. The 7th mark from 0 is the point 1.75. Example 3. Locate the point on the number line. Note that -2 < < -1. Dividing the segment from -2 to 0 into 6 equal parts, it is easy to plot . The number is the 5th mark from 0 to the left. 10 2 10 2 1.75

43 Go back to the opening activity. You were asked to locate the rational numbers and plot them on the real number line. Before doing that, it is useful to arrange them in order from least to greatest. To do this, express all numbers in the same form – either as similar fractions or as decimals. Because integers are easy to locate, they need not take any other form. It is easy to see that - 2 < -1.89 < 1 11 < 16 Can you explain why? Therefore, plotting them by approximating their location gives III. Exercises 1. Locate and plot the following on a number line (use only one number line). a. 10 3 e. -0.01 b. 2.07 f. 7 1 9 c. 2 5 g. 0 d. 12 h. 1 6 2. Name 10 rational numbers that are greater than -1 but less than 1 and arrange them from least to greatest on the real number line? 3. Name one rational number x that satisfies the descriptions below: a. 10 x 9 b. 1 10 x 1 2 0-1-2-3 1 2 3 4 -2 -1 0 1 11-1.89

44 c. 3 x d. 1 4 x 1 3 e. 1 8 x 1 9 Summary In this lesson, you learned more about what rational numbers are and where they can be found in the real number line. By changing all rational numbers to equivalent forms, it is easy to arrange them in order, from least to greatest or vice versa.

45 Lesson 7: Forms of Rational Numbers and Addition and Subtraction of Rational Numbers Time: 2 hours Prerequisite Concepts: definition of rational numbers, subsets of real numbers, fractions, decimals About the Lesson: Like with any set of numbers, rational numbers can be added and subtracted. In this lesson, you will learn techniques in adding and subtracting rational numbers. Techniques include changing rational numbers into various forms convenient for the operation as well as estimation and computation techniques. Objectives: In this lesson, you are expected to: 1. Express rational numbers from fraction form to decimal form (terminating and repeating and non-terminating) and vice versa; 2. Add and subtract rational numbers; 3. Solve problems involving addition and subtraction of rational numbers. Lesson Proper: A. Forms of Rational Numbers I. Activity 1. Change the following rational numbers in fraction form or mixed number form to decimal form: a. 1 4 = ______ d. 5 2 = ______ b. 3 10 = ______ e. 17 10 = ______ c. 3 5 100 = _____ f. 2 1 5 = ______ 2. Change the following rational numbers in decimal form to fraction form. a. 1.8 = ______ d. -0.001 = ______ b. - 3.5 = ______ e. 10.999 = ______ c. -2.2 = ______ f. 0.11 = ______ II. Discussion Non-decimal Fractions There is no doubt that most of the above exercises were easy for you. This is because all except item 2f are what we call decimal fractions. These numbers are all

46 parts of powers of 10. For example, 1 4 = 25 100 which is easily convertible to a decimal form, 0.25. Likewise, the number -3.5 = 3 5 10 35 10 . What do you do when the rational number is not a decimal fraction? How do you convert from one form to the other? Remember that a rational number is a quotient of 2 integers. To change a rational number in fraction form, you need only to divide the numerator by the denominator. Consider the number 1 8 . The smallest power of 10 that is divisible by 8 is 1000. But, 1 8 means you are dividing 1 whole unit into 8 equal parts. Therefore, divide 1 whole unit first into 1000 equal parts and then take 1 8 of the thousandths part. That is equal to 125 1000 or 0.125. Example: Change 1 16 , 9 11 and 1 3 to their decimal forms. The smallest power of 10 that is divisible by 16 is 10,000. Divide 1 whole unit into 10,000 equal parts and take 1 16 of the ten thousandths part. That is equal to 625 10000 or 0.625. You can obtain the same value if you perform the long division 1 16. Do the same for 9 11 . Perform the long division 9 11 and you should obtain 0.81. Therefore, 9 11 = 0.81. Also, 1 3 0.3. Note that both 9 11 and 1 3 are non- terminating but repeating decimals. To change rational numbers in decimal forms, express the decimal part of the numbers as a fractional part of a power of 10. For example, -2.713 can be changed initially to 2 713 1000 and then changed to 2173 1000 . What about non-terminating but repeating decimal forms? How can they be changed to fraction form? Study the following examples:

47 Example 1: Change 0.2 to its fraction form. Solution: Let r 0.222... 10r 2.222... Then subtract the first equation from the second equation and obtain 9r 2.0 r 2 9 Therefore, 0.2 = 2 9 . Example 2. Change 1.35 to its fraction form. Solution: Let r 1.353535... 100r 135.353535... Then subtract the first equation from the second equation and obtain 99r 134 r 134 99 1 35 99 Therefore, 1.35 = 135 99 . B. Addition and Subtraction of Rational Numbers in Fraction Form I. Activity Recall that we added and subtracted whole numbers by using the number line or by using objects in a set. Using linear or area models, find the sum or difference. a. = _____ c. = _____ b. = _____ d. = _____ Without using models, how would you get the sum or difference? Consider the following examples: 1. 2. Since there is only 1 repeated digit, multiply the first equation by 10. Since there are 2 repeated digits, multiply the first equation by 100. In general, if there are n repeated digits, multiply the first equation by 10n .

48 3. 4. 5. 6. Answer the following questions: 1. Is the common denominator always the same as one of the denominators of the given fractions? 2. Is the common denominator always the greater of the two denominators? 3. What is the least common denominator of the fractions in each example? 4. Is the resulting sum or difference the same when a pair of dissimilar fractions is replaced by any pair of similar fractions? Problem: Copy and complete the fraction magic square. The sum in each row, column, and diagonal must be 2. » What are the values of a, b, c, d and e? Important things to remember To Add or Subtract Fraction With the same denominator, If a, b and c denote integers, and b ≠ 0, then and With different denominators, , where b ≠ 0 and d ≠ 0 If the fractions to be added or subtracted are dissimilar » Rename the fractions to make them similar whose denominator is the least common multiple of b and d. » Add or subtract the numerators of the resulting fractions. » Write the result as a fraction whose numerator is the sum or difference of the numerators and whose denominator is the least common multiple of b and d. Examples: To Add: To Subtract: a. a. a b c d e

49 b. b. LCM/LCD of 5 and 4 is 20 II. Question to Ponder (Post –Activity Discussion) Let us answer the questions posed in activity. You were asked to find the sum or difference of the given fractions. a. = c. = b. = d. = Without using the models, how would you get the sum or difference? You would have to apply the rule for adding or subtracting similar fractions. 1. Is the common denominator always the same as one of the denominators of the given fractions? Not always. Consider 2 5 3 4 . Their least common denominator is 20 not 5 or 4. 2. Is the common denominator always the greater of the two denominators? Not always. The least common denominator is always greater than or equal to one of the two denominators and it may not be the greater of the two denominators. 3. What is the least common denominator of the fractions in each example? (1) 6 ( 2) 21 ( 3) 15 (4) 35 (5) 12 (6) 60 4. Is the resulting sum or difference the same as when a pair of dissimilar fractions is replaced by any pair of similar fractions? Yes, for as long as the replacement fractions are equivalent to the original fractions. III. Exercises Do the following exercises. a. Perform the indicated operations and express your answer in simplest form. 1. 9. 2. 10. 3. 11. 4. 12. 5. 2 13.

50 6. 14. 7. 15. 8. b. Give the number asked for. 1. What is three more than three and one-fourth? 2. Subtract from the sum of . What is the result? 3. Increase the sum of . What is the result? 4. Decrease . What is the result? 5. What is ? c. Solve each problem. 1. Michelle and Corazon are comparing their heights. If Michelle’s height is 120 cm. and Corazon’s height is 96 cm. What is the difference in their heights? 2. Angel bought meters of silk, meters of satin and meters of velvet. How many meters of cloth did she buy? 3. Arah needs kg. of meat to serve 55 guests, If she has kg of chicken, a kg of pork, and kg of beef, is there enough meat for 55 guests? 4. Mr. Tan has liters of gasoline in his car. He wants to travel far so he added 16 liters more. How many liters of gasoline is in the tank? 5. After boiling, the liters of water was reduced to 9 liters. How much water has evaporated? C. Addition and Subtraction of Rational Numbers in Decimal Form There are 2 ways of adding or subtracting decimals. 1. Express the decimal numbers in fractions then add or subtract as described earlier. Example: Add: 2.3 + 7.21 Subtract:: 9.6 – 3.25 (2 + 7) + (9 – 3) + 9 + = or 9.51 6 + = or 6.35

51 2. Arrange the decimal numbers in a column such that the decimal points are aligned, then add or subtract as with whole numbers. Example: Add: 2.3 + 7.21 Subtract: 9.6- 3.25 2.3 9.6 + 7.21 - 3.25 9.51 6.35 Exercises: 1. Perform the indicated operation. 1) 1,902 + 21.36 + 8.7 6) 700 – 678.891 2) 45.08 + 9.2 + 30.545 7) 7.3 – 5.182 3) 900 + 676.34 + 78.003 8) 51.005 – 21.4591 4) 0.77 + 0.9768 + 0.05301 9) (2.45 + 7.89) – 4.56 5) 5.44 – 4.97 10) (10 – 5.891) + 7.99 2. Solve the following problems: a. Helen had P7500 for shopping money. When she got home, she had P132.75 in her pocket. How much did she spend for shopping? b. Ken contributed P69.25, while John and Hanna gave P56.25 each for their gift to Teacher Daisy. How much were they able to gather altogether? c. Ryan said, “I’m thinking of a number N. If I subtract 10.34 from N, the difference is 1.34.” What was Ryan’s number? d. Agnes said, “I’m thinking of a number N. If I increase my number by 56.2, the sum is 14.62.”What was Agnes number? e. Kim ran the 100-meter race in 135.46 seconds. Tyron ran faster by 15.7 seconds. What was Tyron’s time for the 100-meter dash? SUMMARY This lesson began with some activities and instruction on how to change rational numbers from one form to another and proceeded to discuss addition and subtraction of rational numbers. The exercises given were not purely computational. There were thought questions and problem solving activities that helped in deepening one’s understanding of rational numbers.

52 Lesson 8: Multiplication and Division of Rational Numbers Time: 2 hours Prerequisite Concepts: addition and subtraction of rational numbers, expressing rational numbers in different forms About the lesson: In this lesson, you will learn how to multiply and divide rational numbers. While there are rules and algorithms to remember, this lesson also shows why those rules and algorithms work. Objectives: In this lesson, you are expected to: 1. Multiply rational numbers; 2. Divide rational numbers; 3. Solve problems involving multiplication and division of rational numbers. Lesson Proper A. Models for the Multiplication and Division I. Activity: Make a model or a drawing to show the following: 1. A pizza is divided into 10 equal slices. Kim ate of of the pizza. What part of the whole pizza did Kim eat? 2. Miriam made 8 chicken sandwiches for some street children. She cut up each sandwich into 4 triangular pieces. If a child can only take a piece, how many children can she feed? Can you make a model or a drawing to help you solve these problems? A model that we can use to illustrate multiplication and division of rational numbers is the area model. What is 1 4 1 3 ? Suppose we have one bar of chocolate represent 1 unit. Divide the bar first into 4 equal parts vertically. One part of it is 1 4

53 Then, divide each fourth into 3 equal parts, this time horizontally to make the divisions easy to see. One part of the horizontal division is 1 3 . There will be 12 equal-sized pieces and one piece is 1 12 . But, that one piece is 1 3 of 1 4 , which we know from elementary mathematics to mean 1 3 1 4 . What about a model for division of rational numbers? Take the division problem: 4 5 1 2 . One unit is divided into 5 equal parts and 4 of them are shaded. Each of the 4 parts now will be cut up in halves Since there are 2 divisions per part (i.e. 1 5 ) and there are 4 of them (i.e. 4 5 ), then there will be 8 pieces out of 5 original pieces or 4 5 1 2 8 5 . II. Questions to Ponder (Post-Activity Discussion) Let us answer the questions posed in the opening activity. 1. A pizza is divided into 10 equal slices. Kim ate of of the pizza. What part of the whole pizza did Kim eat? ½ 3/5 // // // 1 3 1 4 1 12 3 5 1 2 3 10 Kim ate 3 10 of the whole pizza.

54 2. Miriam made 8 chicken sandwiches for some street children. She cut up each sandwich into 4 triangular pieces. If a child can only take a piece, how many children can she feed? The equation is 8 1 4 32. Since there are 4 fourths in one sandwich, there will be 4 x 8 = 32 triangular pieces and hence, 32 children will be fed. How then can you multiply or divide rational numbers without using models or drawings? Important Rules to Remember The following are rules that you must remember. From here on, the symbols to be used for multiplication are any of the following: , x, , or x. 1. To multiply rational numbers in fraction form simply multiply the numerators and multiply the denominators. In symbol, where b and d are NOT equal to zero, ( b ≠ 0; d ≠ 0 ) 2. To divide rational numbers in fraction form, you take the reciprocal of the second fraction (called the divisor) and multiply it by the first fraction. In symbol, where b, c, and d are NOT equal to zero. Example: Multiply the following and write your answer in simplest form a. b. The easiest way to solve for this number is to change mixed numbers to an improper fraction and then multiply it. Or use prime factors or the greatest common factor, as part of the multiplication process.

55 Divide: = III. Exercises. Do the following exercises. Write your answer on the spaces provided: 1. Find the products: a. f. b. 7 g. c. h. d. i. e. j. B. Divide: 1. 20 6. 2. 7. 3. 8. 4. 9. 5. 10. C. Solve the following: 1. Julie spent hours doing her assignment. Ken did his assignment for times as many hours as Julie did. How many hours did Ken spend doing his assignment? 2. How many thirds are there in six-fifths? 3. Hanna donated of her monthly allowance to the Iligan survivors. If her monthly allowance is P3500, how much did she donate? 4. The enrolment for this school year is 2340. If are sophomores and are seniors, how many are freshmen and juniors? 5. At the end of the day, a store had 2/5 of a cake leftover. The four employees each took home the same amount of leftover cake. How much did each employee take home? Take the reciprocal of , which is then multiply it with the first fracti

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